ERIC Number: ED164363
Record Type: RIE
Publication Date: 1978
Reference Count: 0
An Interpretive Report on the Status of Pre-College Social Studies Education Based on Three NSF-Funded Studies.
Shaver, James P.; And Others
This paper presents the findings of three studies to define the status and needs of social studies education. The three studies used various techniques to compile data. A national survey of teachers and administrators was conducted to find out the course offerings, time spent in teaching various subjects, materials and textbooks used, and impact of federally-sponsored in-service education on science, math, and social studies education. A review of the research literature from 1955-1975 provided a summary of the effectiveness of institutional practices, perception of needs, and teacher training requirements. The third study used a case study approach and compiled research data using ethnographic strategies to describe classroom practices. Findings showed that only ten to twenty percent of social studies teachers use New Social Studies materials, and the textbook is the dominant tool of instruction. Teachers believe that inquiry teaching is too demanding of students and an unproductive use of instructional time. The state of research in social studies education is in disarray with little practical relevance to the everyday concerns of the classroom. Ethnography is a promising methodology for rich data about teaching. The authors suggest that since teachers were found to be the key in student learning, they should be more involved in curriculum development and in research. (Author/MR)
Descriptors: Administrator Attitudes, Case Studies, Classroom Research, Curriculum Development, Curriculum Research, Educational Improvement, Educational Practices, Educational Trends, Elementary Secondary Education, Instructional Materials, Research Needs, Social Science Research, Social Studies, State of the Art Reviews, Surveys, Teacher Attitudes, Use Studies
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Science Foundation, Washington, DC.
Authoring Institution: National Council for the Social Studies, Washington, DC.